When Creative Problem Solving (CPS) was introduced into social studies programs, the students' participation in the classrooms began to change. They began to assume leadership roles and take on a sense of responsibility; they asked questions and worked cooperatively to decide on social action. In this article, the authors argue that CPS has the potential to support the development of many citizenship skills, especially problem-solving, communicating, critical-thinking, and information skills. The authors describe how CPS was used to solve problems by students in grades 2 and 6 of a primary school in a small New Zealand farming community. The case studies show how ordinary classrooms can be transformed so that learning is embedded in purposeful and authentic participation, which fosters a community of learners responsible for the direction of their learning. (Contains 2 figures.)